Presentation for Year 1 student-teachers training to be primary teachers for international schools. An explanation of Grammar translation as a second language teaching methods.

1. http://iteps.eu/

2. input & output
• comprehensible input - Krashen (1985)
• comprehensible output – Swain (1985)
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
Swain, M. (1985). Communicative competence: some roles of comprehensible input
and output in its development. In S. Gass & C. Madden (eds.), Input in second
language acquisitions (pp. 235-53). Rowley, MA: Newbury House.

3. Minchin, T. (2013, September 25). Occasional address.
[Video file and blog post]. Retrieved from
http://www.timminchin.com/2013/09/25/occasional-address/

4. Grammar-translation
teachers
• explain grammar rules
• speak L1
students
• translate words and texts
• do grammar exercises
• focus on words and sentences

6. grammar
• most controversial and least understood
• chains and slots
– We are not at home.
– I am at school.
– She is in the hospital.
– We are satisfied with the explanation today.
Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education.

7. grammar
“No man can run speedily to the mark of language that is shackled
… with grammar precepts”
Webbe, J. (1622) Grammar as a hindrance to learning Latin. Modern Language notes
xxvi(2). Retrieved from http://archive.org/stream/jstor-2916785/2916785_djvu.txt

8. Grammar-translation
• creates unconfident speakers
• hinders development of
communication skills
• no theory or reserach to support!
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY:
Pearson Education.

9. grammar
• Easy to teach and easy to test
• Focus on grammar rules can damage communication skills
• Grammar will be picked up through use of language
• Our main aim is to set up an effective language learning process

10. grammar
• I sleep well
• I am sleeping well

11. grammar
• I sleep well
• I am sleeping well

12. grammar
• I sleep well … all the time
• I am sleeping well … for the last few days/weeks/months

13. Grammar-translation
how much…
how many…

14. more to language than grammar
• Ik ben in het water gevallen
• Ik ben in de sloot gevallen
14

15. • Ik ben in het water gevallen.
• Ik ben in de sloot gevallen.
• Ik ben in de liefde gevallen.
15
more to language than grammar

16. • Ik ben in het water gevallen.
• Ik ben in de sloot gevallen.
• Ik ben in de liefde gevallen.
• Ik ben in de aap gelogeerd.
16
more to language than grammar

17. grammar vs vocabulary
I said
“een acorn viel op mijn hoofd”
Trude heard
“een eekhoorn viel op mijn hoofd”
“op mijn hoofd heeft een eikel gevallen”

18. grammar
“I had a lot of real-world material in me, believe you me”
J.K. Rowlings - internationally published author
trust you me
walk you me
build you me
write APA reference for this, available from
http://www.newyorker.com/magazine/2012/10/01/mugglemarch

19. grammar
Julie Bytheway’s personal belief:
Grammar-rule explanations are like sex education:
answer questions and provide information
as required
write APA reference for this

20. translate from Dutch into English
Er loopt een rode draad door mijn lessen.
Ein roter Faden zieht sich durch meine Unterrichtsstunde.

21. Grammar-translation
(A. Koenderink, personal communication, February 21, 2011)

22. Communicative methods
(A. Koenderink, personal communication, February 21, 2011)

23. grammar
deductive
rule-driven
inductive
discovery
Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education

24. deductive / rule-driven
advantages
• saves time
• respects adult learners
• meets learners’ expectations
disadvantages
• lowers motivation
• too complex for children
• long explanations
• receptive learning
• short-term memory
• learning process = knowing rules
inductive / discovery
advantages
• add to exisiting knowledge
• meaningful
• long-term memory
• active learning, deep learning
• patterns, problem solving
• increases autonomy
disadvantages
• takes time
• incorrect
• long lesson preparation
• language can be difficult

25. positive and negative
second language
learning experiences